Scene 3: Two pairs of hands are better than one
This scene covers:
- Demonstration and instructions for working together to create a moving character
Resources supplied:
Resources needed:
- A table for each pair of students; hooded sweater; jumper, cardigan or tank top for each pair of students (or ask students to bring their own), and some long implements like long-handled spoons to make heads and arms
Procedures:
1. Before watching
- Ask your students how they think Object Theatre puppets can be made to move.
2. While watching
- Ask your students to read the questions first and think about them as they watch the scene. You will need to show them the video multiple times.
- Focus your students’ attention on the movements of the puppets and the skills needed to move the puppets.
- Your students may notice the interviewer in the video and may talk about how that Object Theatre puppet is made to talk and move.
- Focus students’ attention on what the puppeteer who is controlling the head and arm of the puppet does at the end of his performance. This will help your students to appreciate the skill, care and focus used by the Object Theatre puppeteers.
3. After watching
- It may help to ask your students about the pace of the puppeteers when moving the objects. Help your students to notice the pace of the puppeteers when moving the objects. A moderate pace is important here because effects on the audience may be lost when the movements are rushed or too fast.
- Put your students in pairs and invite them to choose the materials they need to make a moving puppet. You may ask your students just to do free play and see what they come up with, or, if they need more structure, brainstorm ideas for what they want their Object Theatre puppets to do (e.g. walking, waving, studying, singing karaoke).
- Writing a list of the ideas on the board will provide a framework for your students’ play. Keep an eye out for interesting ideas that your students come up with, so you can request that they share them with their classmates at the end of the exercise.
- To facilitate self-evaluation and peer and teacher feedback, you can use the Performance Criteria for Object Theatre (Appendix 4).
4. Consolidation Activity
- After watching Scenes 1 – 3, students should have a basic idea about what Object Theatre is, how to create a character by choosing appropriate objects and how to make characters move. Ask your students to create a short scene with two characters. Brainstorm ideas for scenes (e.g. a conversation at the bus stop, teacher scolding a student). Students may need to write down a simple script.
- To facilitate self-evaluation and peer and teacher feedback, you can use the Performance Criteria for Object Theatre (Appendix 4).
